Contents. Before you begin

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1 Contents Contents Before you begin Learning outcomes for TAEDEL501A Facilitate e-learning Understanding the unit of competency Developing and recording employability skills What is expected of a Certificate IV learner How to use this book Assessment Developing an evidence portfolio Resources v v v xii xvi xvii xvii xviii xviii Overview: Understanding vocational education and training xxi Introduction: Facilitating e-learning 1 Chapter 1: Establishing the e-learning environment Interpreting the learning strategy and program to determine learning 12 outcomes and objectives 1.2 Developing knowledge about learner styles and characteristics Developing an effective e-learning delivery plan Confirming technical requirements Trialling and checking e-learning resources Developing and documenting e-learning protocols Identifying and organising technical support 60 Portfolio instructions 63 Discussion topics 63 Chapter summary 63 Record your employability skills 64 Chapter 2: Introducing e-learning Providing an effective introduction to the e-learning environment Establishing an e-learning relationship with e-learners Initiating relationships between e-learners 75 Portfolio instructions 77 Discussion topics 78 iii

2 TAEDEL501A Facilitate e-learning Chapter summary 78 Record your employability skills 78 Chapter 3: Guiding and facilitating e-learning Using electronic tools to facilitate e-learning Demonstrating good practice to ensure an effective learning experience Using support mechanisms to address technical issues Building opportunities for effective e-learning and assessment 89 Portfolio instructions 91 Discussion topics 91 Chapter summary 92 Record your employability skills 92 Chapter 4: Monitoring e-learning Monitoring and documenting e-learner progress Providing support and guidance inside and outside the e-learning 99 environment 4.3 Monitoring e-learner interaction and intervening where necessary Maintaining, storing and securing learner records 108 Portfolio instructions 110 Discussion topics 111 Chapter summary 111 Record your employability skills 112 Chapter 5: Reviewing e-learning processes Conducting a review to evaluate the effectiveness of e-learning delivery 114 and facilitation 5.2 Reflecting on your own performance and documenting improvement plans Identifying, documenting and discussing recommendations for improvement 125 Portfolio instructions 130 Discussion topics 130 Chapter summary 130 Record your employability skills 131 Final assessment: TAEDEL501A Facilitate e-learning 133 Employability skills 140 iv

3 Chapter 1: Establishing the e-learning environment Chapter 1 Establishing the e-learning environment Successfully establishing and facilitating an e-learning environment requires attention to detail and effective planning, time management and communication skills. Learners who undertake e-learning often choose this method because of limited face-to-face learning options or they are directed to as a part of the organisational training obligations. Perhaps they have identified that their personal and professional circumstances are best served by undertaking learning in a more flexible way. As an e-learning coordinator or facilitator, you must have good planning and organisational skills. You need to access strategy documents to identify learning objectives and outcomes, develop a delivery plan and establish appropriate support mechanisms for learners. You also need to develop and contextualise resources appropriate for distance-based learning. You require effective communication skills to interact with learners and gain an insight into their learning styles and characteristics. Coordinating effective e-learning requires you to have a high level of negotiation skills and an ability to seek out flexible options and alternative means of support for learners. In this chapter you will learn about: 1.1 Interpreting the learning strategy and program to determine learning outcomes and objectives 1.2 Developing knowledge about learner styles and characteristics 1.3 Developing an effective e-learning delivery plan 1.4 Confirming technical requirements 1.5 Trialling and checking e-learning resources 1.6 Developing and documenting e-learning protocols 1.7 Identifying and organising technical support 11

4 Chapter 1: Establishing the e-learning environment 1.2 Developing knowledge about learner styles and characteristics In most cases, e-learning is a solitary experience for the learner. While learners may have access to a number of support mechanisms, including chatrooms, blogs and interaction with a trainer, the majority of e-learning time is spent working alone through the formal learning process. It is crucial that e-learning coordinators and facilitators understand the challenges and issues the e-learner faces (as discussed in the introduction) and are familiar with the needs and characteristics of the learner group and individuals in that group. You need a sound knowledge of learner styles and characteristics to provide the most appropriate learning experience for every learner and ensure no-one is disadvantaged. Understanding learning styles People learn in different ways based on a number of contributing factors such as culture, upbringing, cumulative experiences, biology and genetics. While there are many theories relating to learning styles, types of learning are commonly grouped in ways that can help you to identify appropriate activities for your e-learners. Some commonly described learning styles are presented in the next table. Learning style Visual Auditory Reading/writing Kinaesthetic Description Visual learning involves visual and audiovisual information such as demonstrations, posters and movies. These might include interactive roleplaying games, videos of demonstrations or useful lectures, diagrams and pictures, video links such as video chats, YouTube videos and webcasts. Auditory learning involves hearing information; for example, through listening to lectures and audio programs, and being given verbal explanations rather than being asked to read learner notes. In an online environment, audio can be provided in conjunction with videos, or as separate audio downloads such as MP3s or podcasts. Podcasting is becoming a very popular tool for educators who can also include video for playback on compatible devices such as MP3 players and smartphones, and tablet, laptop and desktop computers with podcasting software. This type of learning involves reading and writing content. This style of learning is ideal for knowledge-based e-learning where content is predominantly provided in written form and responses are sought in a similar way. Providing overly interactive games and visual aids can actually distract during reading/writing learning. Kinaesthetic learning is learning by doing. This involves learners trying things for themselves; for example, to incorporate kinaesthetic learning in a computer class, learners may investigate by pressing keyboard keys to see what they do, instead of reading a description or being given a verbal explanation. Via e-learning delivery methods, kinaesthetic learning can involve gathering evidence through reports, video, thirdparty feedback or photographs of outcomes (such as building a product or participating in a manufacturing process). 21

5 Chapter 1: Establishing the e-learning environment Portfolio instructions Discuss with your trainer the items they recommend for inclusion in the portfolio that you will submit for assessment for Element 1. In addition to their recommendations, you could consider including the following pieces of evidence: A summary of the objectives of a learning strategy and learning program A summary of the application of a learning-style indicator tool An e-learning delivery plan A summary of the learning platform and technology used to deliver e-learning in an organisation An e-learning protocol document Discussion topics Learners in a classroom can form a discussion group or have a debate. Those in the workplace might like to brainstorm these ideas with their colleagues. If you are learning independently, you might like to set up a chatroom with other learners or ask a friend for their opinion. An e-learning environment is different from a face-to-face learning environment. Each has its pros and cons. It s impossible to know the technical solutions for all possible issues that arise with my learners, so I refer all issues to the IT guy. Discuss the potential benefits and risks of this approach. The e-learning delivery plan a trainer develops will be affected by the types of technology available for e-learning, and the trainer can t do much to make e-learning delivery better. Chapter summary A learning strategy depicts the broad approach to training and assessment for the programs within the training organisation s scope. A learning program provides guidance for those developing, delivering and assessing e-learning courses by specifying schedules, delivery methods and assessment methods. The e-learning delivery plan is a tool for both the facilitator and learners to use. It guides the progress of the e-learning program and specifies the evidence requirements, individual needs, and deadlines for assessment. The learning platform is the software and hardware used to deliver an e-learning program. Training organisations often use a learning management system (an LMS) as part of the learning platform. Each learning platform will require skills in using the software interface and knowledge of the technical requirements the learner is expected to meet. 63

6 Chapter 2: Introducing e-learning 2.3 Initiating relationships between e-learners It is generally accepted that, on balance, people learn better when they are able to share their ideas and problems with others. In an e-learning environment, this isn t as straightforward as getting everyone together in one room to share ideas. Instead, facilitators and e-learning developers must use technology to initiate and maintain relationships between learners in virtual learning environments. The benefits of interaction between e-learners Being able to share ideas, collaborate on problem-solving tasks, and generally discuss thoughts about their learning allows learners to expand their experience and make stronger links between their past experiences and their newly acquired skills and knowledge. The benefits have been documented in numerous studies of university and vocational education students (see the resources section for two such studies). Compared with isolated learners, many collaborative learners: adapt new learning more quickly to their personal lives apply new learning to workplace problems more effectively experience and use higher-order problem-solving skills benefit from peer review through discussion boards and other means learn a broader set of skills relating to the use of online tools have a greater feeling of inclusiveness and being engaged in the training, which leads to higher levels of self-efficacy and self-belief. The types of interaction between e-learners It is your responsibility to ensure all learners feel involved with the learning program, are familiar with other learners and interact appropriately and beneficially with them, and feel positively about the experience. The three types of collaborative online learning can be characterised by referring to the role that you, the facilitator, play. Flexible peer-led collaboration Problems are posted by learners and other learners offer suggestions or relate their own experiences in an effort to solve the problems and learn from the experience. Your role is to moderate and monitor the use of the forum in order to keep the learners on track and avoid inappropriate communications. 75

7 Chapter 3: Guiding and facilitating e-learning 3.3 Using support mechanisms to address technical issues Technical issues may arise during any e-learning program that you facilitate. Addressing these issues quickly will help learners stay motivated and improve your relationship with them. You will need to have sufficient technical knowledge to distinguish between technical problems and content problems and respond accordingly. Identifying technical problems As a facilitator you should be able to undertake basic troubleshooting and know where to get most technical assistance if a learner experiences difficulty with the online learning environment. Usually, familiarity with the system will mean you can to offer suggestions, but in some situations technical assistance may be required; for example, if the software isn t responding as it should or a learner is experiencing unfamiliar problems with the technology. Medium to large training organisations usually have an IT specialist on staff or have access to an IT contractor. The equipment manufacturer, software developer, more experienced colleagues and online help forums may also provide information and support. Some providers have even started their own forums so learners can resolve their technical difficulties with the help of other learners. Using support mechanisms E-learning protocols will guide the use of support mechanisms within your training organisation. The protocols should clearly outline the procedures for facilitators and learners to follow, as well as the responsibilities of any other support staff such as IT personnel. It is your responsibility to be familiar with the use and basic functionality of the relevant e-learning tools and resources. You should be the first point of contact for any of your learners who experience problems with these tools. As we have already discussed, you may refer problems involving software, hardware or Internet connectivity to one or more support sources, such as those in the following table. Support mechanism Internal IT support staff Manufacturer support hotlines Manufacturer online support Description Internal IT staff are usually responsible for maintaining the LMS and software-based e-learning interface. Internal staff may also available to troubleshoot hardware issues and faults if you experience them. Manufacturer support can include free-call telephone hotlines for non-proprietary software (that is, software that is publicly available and not specific to the e-learning program or training organisation) and recently purchased hardware that is under warranty. Manufacturer online support can include -based or chat-based assistance. This can cost the user if the product warranty has expired. continued 87

8 Chapter 3: Guiding and facilitating e-learning Example Providing an environment for effective learning includes creating opportunities for e-learners to actively participate and practise their new skills. Facilitator Sanjay uses a number of tools, including a forum created for his specific corporate clientele to share ideas and thoughts and a number of online activities that allow learners to practise several aspects of their financial services training. Because much of the training is theory-based, Sanjay provides scenarios using the ClearTraining online portal so that his learners can practise their new skills in a number of contexts. He also includes a mid-course formative assessment project designed for learners to apply their new skills and knowledge directly to an operational workplace. This project is delivered online, but the participants must apply the skills in the workplace and provide workplace evidence such as third-party reports and customer feedback forms. During the customer contact portion of the course, Sanjay also includes a video-based activity that requires students to act out a role-play while he observes and provides feedback. This has worked well for his clientele because they are located in the CBD, but Sanjay has recommended that his colleagues use a different approach such as learner/facilitator role-plays. This will reduce the likelihood of technical issues spoiling the activity. For these role-plays, the facilitator will play the role of a customer and the learner conducts the role-play with them directly rather than with another learner. Learning activity 14 Create an activity designed to engage an e-learner in an authentic task, practice or formative assessment. Write a description of the activity and explain how it will improve the level of authenticity, practice and/or formative assessment. The activity topic is of your own choice. You can select something from your previous or current workplace or any other skills-based task. Portfolio instructions Discuss with your trainer the items they recommend for inclusion in the portfolio that you will submit for assessment for Element 3. In addition to their recommendations, you could consider including the following pieces of evidence: Evidence of the creation of and participation in an online collaboration tool (such as a wiki) A list of specialist support mechanisms and how they are used A description and explanation of an e-learning activity you ve created Discussion topics Learners in a classroom can form a discussion group or have a debate. Those in the workplace might like to brainstorm these ideas with their colleagues. If you are learning independently, you might like to set up a chatroom with other learners or ask a friend for their opinion. Electronic assessment tools can never capture the same quality of evidence as an accredited observer. 91

9 TAEDEL501A Facilitate e-learning Providing support inside the e-learning environment The e-learning delivery plan and e-learning protocols provide important guidelines for regular and appropriate communication between you and your learners before and during any e-learning program. Within the e-learning environment, communication can be made electronically by methods such as: webcam/video conferencing chatroom discussion feedback on forums, wikis and online bulletin boards. Here is an example of how a facilitator can provide support for e-learners. Example Aloi facilitates online training for over 200 international students undertaking general English language training. The course uses integrated video scenarios and voice-to-text technology, allowing students to participate in virtual conversations. Aloi s main function is to support each learner as they progress, or run into difficulties, by providing a live online support facility. When a learner is having trouble, they can click an icon on the sidebar of the web page that shows a picture of Aloi and indicates whether he is currently online. The learner can either engage in a live audio chat with Aloi, or send him a message so he can respond when he is online again. Aloi s language skills allow him to guide learners using both media, and he has access to other language specialists if learners need their help. E-learners can feel isolated. Ensure you respond to questions and issues promptly so learners feel supported and stay motivated. 100

10 Chapter 5: Reviewing e-learning processes Example Senior facilitator Sanjay has been tasked with investigating possible solutions for a couple of technical issues that the facilitator team has identified. Both issues require an advanced level of technical expertise to link information entered into one system with another system (refer to the comments about the e-learning system in the record document from the previous example). Sanjay can offer a facilitator s perspective, but he needs to gain the technical advice of his IT manager Peta. Sanjay discusses the issues in more detail with Peta and they brainstorm different ideas and approaches to the problems. The ideas include the way in which s are currently sent and received; the way Wikispaces, the provider ClearTraining uses for wikis, works and how they use it; whether other tools could be used instead; and whether internal forums could be set up in the current system. They produce a wide range of alternative options and present the findings to the improvement committee for a feasibility discussion. Learning activity 21 Read the case study, then complete the tasks that follow. Case study You have been asked to identify and recommend improvements to an e-learning tool for a business services unit at Certificate III level. The tool is designed to capture yes/no answers to a series of questions about dealing with customer complaints. Currently, the questions are: 1. Would you recommend an alternative to a customer before they asked for one? 2. If a customer is getting upset, would you try to calm them down? 3. When processing a customer complaint, do you need to take down the person s name? 4. Do you escalate the issue to your manager if the customer begins to yell? 5. Are telephone complaints more important than face-to-face complaints? When a learner has selected their yes/no answers, they then click on a submit button which sends a message to the facilitator to let them know the learner has attempted the test. The learner also receives immediate feedback on their results: a pop-up window displays the percentage of questions answered correctly. The learner then has the opportunity to go back and retry until all answers are correct. Feedback has suggested that learners often rely on guessing the answers. More effective questions will require more than yes/no answers, but the current system only allows for input by clicking the yes and no buttons. 1. Develop a set of recommendations for improvements to this tool. 2. List the people (by position title) that you may wish to discuss your ideas with and why. 129